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Educational Curriculum (educational + curriculum)
Selected AbstractsComparison of Nursing Interventions Performed by Medical-Surgical Nurses in Korea and the United StatesINTERNATIONAL JOURNAL OF NURSING TERMINOLOGIES AND CLASSIFICATION, Issue 2 2006Eunjoo Lee PhD PURPOSE.,To compare the Nursing Interventions Classification (NIC) interventions used in two countries, Korea and the United States. METHODS.,Data were collected from 167 nurses working in eight hospitals in Korea and analyzed with descriptive statistics. FINDINGS.,Korean nurses selected 202 interventions, nine of which were used by more than 50% of nurses surveyed. In comparison, the Academy of Medical-Surgical Nurses (AMSN) in the United States identified 68 interventions as core interventions. Among the top ranked 68 interventions selected by Korean nurses, 29 (43%) matched those selected by U.S. nurses. CONCLUSION.,The nursing interventions selected by Korean nurses were more heavily focused on the physiologic domain than those selected by the U.S. nurses. PRACTICE IMPLICATIONS.,The identified intervention lists can be used to develop nursing information systems, staff education, competency evaluation, referral networks, certification and licensing exams, and educational curricula for nursing students. Comparaison des interventions réalisées par les infirmières de Médecine-Chirurgie en Corée et aux Etats-Unis BUTS.,Comparer les interventions (tirées de la Classification des Interventions) utilisées dans deux pays: La Corée et les Etats-Unis. MÉTHODES.,Les données furent collectées auprès de 167 infirmières travaillant dans huit hôpitaux Coréens et furent analysées à l'aide de statistiques descriptives. RÉSULTATS.,Les infirmières Coréennes ont choisi 202 interventions, neuf d'entre elles furent utilisées par plus de 50% des infirmières incluses dans l'étude. En comparaison, l'Académie des Infirmières en Médecine-Chirurgie (E.U.) ont identifié 68 interventions clés. Parmi les 68 premières interventions choisies par les infirmières Coréennes, 29 (43%) correspondent à celles qui ont été choisies par les infirmières Américaines. CONCLUSION.,Les interventions de soins choisies par les infirmières Coréennes furent plus fortement centrées sur les domaines physiologiques que celles choisies par leurs collègues Américaines. IMPLICATIONS POUR LA PRATIQUE.,Les listes d'interventions identifées peuvent être utilisées pour développer des systèmes d'information, la formation du personnel, l'évaluation de la compétence, les réseaux de soin, les examens de certification et les programmes de formation des étudiantes infirmières. Translation by Cécile Boisvert, MSN, RN Comparação das Intervenções Realizadas por Enfermeiras Médico-Cirúrgicas na Coréia e nos Estados Unidos OBJETIVO.,Comparar as intervenções contidas na classificação de intervenções de Enfermagem (NIC) usadas nos dois paises, Coréia e Estados Unidos. MÉTODOS.,Os dados foram coletados com 167 enfermeiras que trabalhavam em oito hospitais na Coréia e analisadas com estaticista descritiva. RESULTADOS.,As enfermeiras coreanas selecionaram 202 intervenções, nas quais foram usadas por mais de 50% das enfermeiras entrevistadas. Em comparação, a Academia de enfermeiras médico-cirúrgicas (AMSN) nos Estados Unidos identificaram 68 intervenções como principais. Dentre as 68 intervenções como principais. Dentre as 68 intervenções mais importantes selecionadas pelas enfermeiras coreanas, 29 (43%) coincidiram com aquelas selecionadas pelas enfermeiras americanas. CONCLUSÃO.,As intervenções selecionadas pelas enfermeiras coreanas foram mais fortemente focadas no domínio fisiológico do que aquelas selecionadas pelas enfermeiras americanas. IMPLICAÇÕES PARA A PRÁTICA.,As listas das intervenções identificadas pode ser usada para o desenvolvimento de sistemas de informação de enfermagem, educação-permanente da equipe, avaliação da competência, rede de referências, exames de certificação e licença e currículo educacional para estudantes de enfermagem. Translation by Alba Leite de Barros, PhD, RN Estudio Comparativo de las Intervenciones Enfermeras Realizadas por Enfermeras Especialistas Médico-Quirúrgicas en Korea y Estados Unidos (EUA) PROPÓSITO.,Realizar un estudio comparativo entre las intervenciones enfermeras de la taxonomía NIC (Clasificación de las Intervenciones Enfermeras) utilizadas en dos países, Korea y EUA. METODOLOGÍA.,Los datos fueron recogidos entre 167 enfermeras que trabajaban en ocho hospitales de Korea y fueron analizadas utilizando medidas estadísticas descriptivas. HALLAZGOS.,Las enfermeras koreanas seleccionaron 202 intervenciones, nueve de las cuales fueron utilizadas por más del 50% de las enfermeras estudiadas. A diferencia, la Academia de Enfermeras especialistas Médico-quirúrgicas (AMSN) de los EUA, había identificado 68 intervenciones enfermeras. Entre las 68 intervenciones seleccionadas más frecuentemente por las enfermeras koreanas, 29 (43%) coincidían con las seleccionadas por las enfermeras americanas. CONCLUSIÓN.,Las intervenciones seleccionadas por las enfermeras koreanas estaban más centradas en el dominio fisiológico que las seleccionadas por las enfermeras americanas. IMPLICACIONES PARA LA PRÁCTICA.,La lista de intervenciones identificadas puede ser utilizada para desarrollar sistemas de información enfermeros, programas de formación, evaluación de la competencia, redes de enfermeras de referencia, exámenes de certificación y obtención de licencias, y currícula de formación para los estudiantes de enfermería. Translation by Adolf Guirao, RN [source] Adaptive Management and Watersheds: A Social Science Perspective,JOURNAL OF THE AMERICAN WATER RESOURCES ASSOCIATION, Issue 1 2008Catherine Allan Abstract: Adaptive management is often proposed as the most effective way to manage complex watersheds. However, our experience suggests that social and institutional factors constrain the search for, and integration of, the genuine learning that defines adaptive management. Drawing on our work as social scientists, and on a guided panel discussion at a recent AWRA conference, we suggest that watershed-scale adaptive management must be recognized as a radical departure from established ways of managing natural resources if it is to achieve its promise. Successful implementation will require new ways of thinking about management, new organizational structures and new implementation processes and tools. Adaptive management encourages scrutiny of prevailing social and organizational norms and this is unlikely to occur without a change in the culture of natural resource management and research. Planners and managers require educational, administrative, and political support as they seek to understand and implement adaptive management. Learning and reflection must be valued and rewarded, and fora established where learning through adaptive management can be shared and explored. The creation of new institutions, including educational curricula, organizational policies and practices, and professional norms and beliefs, will require support from within bureaucracies and from politicians. For adaptive management to be effective researchers and managers alike must work together at the watershed-scale to bridge the gaps between theory and practice, and between social and technical understandings of watersheds and the people who occupy and use them. [source] Curricula and the use of ICT in education: Two worlds apart?BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 6 2007Jo Tondeur In many countries, information and communication technology (ICT) has a clear impact on the development of educational curricula. In Flanders, the education government has identified and defined a framework of ICT competencies for expected outcomes, related to knowledge, skills and attitudes that pupils are expected to achieve at the end of primary school. However, it has never been examined whether teachers are using ICT in accordance with the competencies proposed by the Flemish government. In order to answer this question, a survey was conducted among 570 respondents in a stratified sample of 53 primary schools. Results show that teachers mainly focus on the development of technical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. This indicates the existence of a gap between the proposed and the implemented curriculum for ICT. The paper concludes with the potential value of a school-based ICT curriculum that ,translates' the national ICT-related curriculum into an ICT plan as part of the overall school policy. [source] Problem-based Learning in Undergraduate Dental Education: Faculty Development at the University of Southern California School of DentistryJOURNAL OF PROSTHODONTICS, Issue 5 2007Timothy R. Saunders DDS The University of Southern California School of Dentistry (USCSD) seeks to educate oral health professionals with a balanced curriculum covering health promotion, risk assessment and disease prevention, diagnostics, treatments, and therapeutics. Based on critical analyses of a 5-year educational demonstration project, the USCSD proposed to use problem-based learning (PBL) to achieve its goals. Among the many changes required to convert a traditional dental educational curriculum to PBL, none is more important than that of faculty development. To achieve this, the USCSD Curriculum Subcommittee on Faculty Development, Mentoring, and Evaluation has designed and implemented a series of workshops to train its faculty as facilitators. There are four Core Skills Workshops: PBL Process Workshop, Facilitation of Learning Workshop, Student Assessment and Feedback Workshop, and PBL in the Clinical Environment. [source] The Struggle for a Place in the Sun: Rationalizing Foreign Language Study in the Twentieth CenturyMODERN LANGUAGE JOURNAL, Issue 1 2001James P. Lantolf Over the course of the past century, the MLJ was one of the sites where the vigorous, and often times passionate justification for, and defense of, foreign language (FL) study in the educational curriculum of the United States unfolded. Almost 10% of the slightly more than 4,000 articles published in the MLJ during the past century focused on the value and relevance of FL study in the educational enterprise. This article will focus on five major themes that surfaced throughout the 8 decades covered by our survey. The first theme comprises the general arguments offered by the profession in support of the value of FL study, most of which were impacted directly or indirectly by world events. The second and third themes document periods of general doubt and optimism about the place of FLs in the curriculum. In the fourth major theme, we describe the passionate and intense argumentation between the faculties of education and the defenders of FL study. The fifth, and final theme, addresses the question of which FLs should be taught in the schools and what contribution each might make to a student's education. As we enter the 21st century, it seems clear that the profession still feels compelled to justify the educational merit of its subject matter. In the end, given the twists and turns that history can take, it is difficult to predict whether FL study will eventually find an uncontested place in the sun. [source] Moral reasoning among physical therapists: results of the defining issues testPHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 2 2010Laura Lee Swisher Abstract Background and Purpose.,Although there is extensive literature in other health care fields about the ability to make ethical judgements (moral reasoning), there is a paucity of research addressing the moral reasoning of practising physical therapists. The purposes of this research were to 1) identify the types of moral reasoning used by practising physical therapists as measured by the Defining Issues Test; 2) identify differences in moral reasoning among physical therapists based on educational background, demographic variables, clinical experience, practice setting or expertise in ethics; and 3) compare the moral reasoning of physical therapists with that of other professional groups.,Methods.,The Defining Issues Test of James Rest was used to evaluate moral reasoning. Five hundred thirty-seven physical therapists responded to a mail survey sent to a random sample of 2,000 American Physical Therapy Association members. Twelve physical therapists with expertise in ethics or professionalism completed the same survey.,Results.,The mean postconventional score for the random sample was 41.93. This score was lower than the mean scores of physicians, nurses, medical students, nursing students and dental students established in previous research. Females, ethics experts and those in academic settings had higher postconventional scores.,Conclusions.,Physical therapists scored lower in postconventional moral reasoning than some other professional groups with similar educational background. Factors that may inhibit or enhance the development of moral reasoning among physical therapists and possible consequences of high or low moral reasoning scores in physical therapy require further research. These findings may raise concerns about the entry-level educational curriculum and professional development opportunities in the area of ethics and moral reasoning. Results of this research may also highlight the challenges of evaluation, scholarship and research in physical therapy ethics. Further research and theory development is needed to address the relationships between moral theory and descriptive or empirical research within physical therapy. Copyright © 2010 John Wiley & Sons, Ltd. [source] Publishing opportunities in educational curriculum and methodsBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2004Article first published online: 1 MAR 200 Also received Please note that coverage here does not preclude later fuller review. [source] 12 Highly Interactive Teaching: A "HIT" with ResidentsACADEMIC EMERGENCY MEDICINE, Issue 2008Linda Regan Covering the core content of emergency medicine during residency training is both a time consuming and challenging endeavor. One of the more significant challenges in graduate medical education is to develop more interactive, less didactic teaching modalities. In an attempt to develop a more interactive educational curriculum, we interspersed weekly sessions titled "Highly Interactive Teaching" (HIT) with standard formal lecture didactics. A primary focus of many educators in emergency medicine is teaching residents how to manage the undifferentiated patient. To this end, we revised our curriculum to include 34 four-hour symptom/chief complaint-based sessions. The first hour is an introductory lecture on the general approach to a patient with the specified complaint. Residents then divide into small groups which rotate through specific case-based sections covering varied diagnoses which might present with the symptom complaint. These faculty-run small groups use a case-based approach, either high or low simulation-based or oral boards-based format. Each faculty then is required to sum up the salient points of their section. The final hour of the day is an evidenced-based review of supporting literature. Residents are required to read and critique selected articles for the audience so that the basis for diagnosis and management decisions can be discussed as a large group discussion. We believe this change in format will help residents not only to become more active learners, but also to become more astute clinicians. [source] Nursing profession in Iran: An overview of opportunities and challengesJAPAN JOURNAL OF NURSING SCIENCE, Issue 1 2010Zahra FARSI Abstract Aim:, Iran's health-care system has witnessed profound changes in the last decades. Despite its progress, the system has currently faced many challenges in one of the important subsystems, nursing. The present review article aimed to present an overview of the opportunities and challenges of the Iranian nursing system, based on recent literature. Methods:, A broad search of the English and Persian-language literature was carried out, incorporating both electronic and manual components from 1999 to 2009. The results of the investigations among the searched literature are summarized. Results:, The major challenges are nursing shortages, job dissatisfaction, poor social position of nurses, the gap between theory and practice, lack of community-based nursing care, lack of an appropriate student recruiting system, and shortages in the nursing educational curriculums. Conclusion:, The authors believe that media, political and public support play a pivotal role in improving the image of nursing in society, increasing motivation among Iranian nurses, and promoting the sociocultural climate and the welfare of nurses, which will result in higher levels of quality of care as well as greater patient satisfaction. [source] | ||||||||||